Immersion multimedia for adult Chiricahua language learners

[Jan Tucker]

Mary,

Thanks for sharing the feedback, what are the people saying and where, I'd
like to read any posts with feedback? I noticed Mia's version is faster to
produce the sound, and it has the phonetic along side the font. I see the
benefits of just having the font and not having the phonetic for more
advanced learners who study the font to sound directly. For new learners
though it might be beneficial to have the phonetic and the speed. What do
you think?

Jan

-----Original Message-----
From: Indigenous Languages and Technology
[mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of Mary S. Linn
Sent: Friday, December 30, 2005 12:04 PM
To: ILAT at LISTSERV.ARIZONA.EDU
Subject: Re: [ILAT] Immersion multimedia for adult Chiricahua language
learners


It looks like they took the one (with permission) from the CN website
and made it more usable in some techy way that I don't understand.
People were raving about how much better it is now.


>Wa'do Mia,  did you know the syllabary sound chart with Anna's voice
>is also on CN website?  Is there another syllabary movie that you
>are talking about?
>
>
>
>----- Original Message -----
>
>From: Mia Kalish <MiaKalish at LEARNINGFORPEOPLE.US>
>
>Date: Wednesday, December 28, 2005 5:45 pm
>
>Subject: [ILAT] Immersion multimedia for adult Chiricahua language learners
>
>  > Hi, Everyone,
>>
>>
>>
>>  The results of my Master's research was recently published. I am
>>  sendingalong the abstract because it might be useful for people
>>  engaged in
>>  materials design. I will send the materials to anyone who wants to
>>  use them
>>  to rerun the experiment, or just to see how they work. You can
>>  contact me
>>  for a pdf copy.
>>
>>
>>
>>  Abstract
>>
>>  Study investigated effects of context versus list word
>>  presentation, and
>>  moving versus static target presentation in a 2 x 2 between-
>>  subjects design
>>  using Athapascan revitalization materials developed in Macromedia
>>  FlashR for
>>  adult learning. The within-subjects factor was word type,
>>  presented in two
>>  randomized sets of four nouns, adjectives and verbs. Macromedia
>>  FlashR was
>>  chosen to simulate immersion learning. Twenty-three Native
>>  American adults
>>  from a local reservation and twenty adults from the University
>>  engaged 48
>>  words for 15 minutes (average) of self-directed study. Macromedia
>>  FlashRimmersion test materials presented 3 target choices for each
>>  of 8 text and 8
>>  spoken presentations (graphemic and phonemic association tasks),
>>  and 8 words
>>  spoken in context (disambiguation task). Populations were similar
>>  enough to
>>  be combined; total percent correct was 77.64% (SD = 12.70%; range =
>>  50-100%). Results indicate that immersion-style, multi-media
>>  materials offer
>>  strong support for revitalization efforts, especially where learners
>>  outnumber native speakers.
>>
>>
>>
>>
>>
>>  Citation: New Review of Media and Hypermedia, Vo. 11, No. 2,
>>  December, 2005,
>>  181-203
>>
>>
>>
>>
>>
>>  Best,
>>
>>  Mia
>>
>>


--
Mary S. Linn
Assistant Curator of Native American Languages
Assistant Professor of Anthropology
University of Oklahoma

Native American Languages, 250G
Sam Noble Oklahoma Museum of Natural History
2401 Chautauqua Avenue
Norman, Oklahoma 73072-7029
(405) 325-7588 office
(405) 325-7699 fax